World Applied Sciences Journal 5 (1): 54-61, 2008

ISSN 1818-4952
© IDOSI Publications, 2008

Language Learning Motivation among Iranian Undergraduate Students

Zahra Vaezi

Department of Foreign Languages and Linguistics, Southwest Jiaotong University, Chengdu, 610031, China

Abstract: The aim of this study is to describe and examine Iranian's undergraduate students' integrative and
instrumental motivation toward learning English as a foreign language. In the study, 79 non-English
major students from the Islamic Republic of Iran (IRI) were selected to complete a questionnaire reflecting
their motivation for learning English. In order to determine the students’ tendency towards the two kind of
motivation a modified 25-item survey was administered to undergraduate students in a university located in east
of Iran. The results have shown that Iranian students had very high motivation and positive attitudes towards
learning English and they were more instrumentally motivated. Finally, based on the findings some suggestions
and recommendations for teachers have been highlighted.

Key words: Attitude % Integrative Motivation % Instrumental Motivation % Iranian students

INTRUDUCTION
For the past three decades, motivation has been a
central area for empirical research and theoretical work
within the context of learning a language other than one's
mother tongue, in other words in the context of second
language learning (L2). Motivation represents one of
the most appealing, complex variables used to explain
individual differences in language learning [1].
Upon review of the literature available in the area of
students’ motivation for learning foreign languages, many
studies attempted to explore the learners’ integrative and
instrumental motivation and most of them took Gardner’s
(1985) theory of motivation [2] and its role in L2 learners'
attained level of proficiency as a basis for research in
the 60s, 70s and 80s. According to this theory, there are
two types of motivation: integrative and instrumental. An
integratively motivated L2 learner shows interest in
learning about the culture and the people of the target
language, whereas an instrumentally motivated learner
has more pragmatic considerations in his/her mind
regarding L2 learning, such as obtaining a job or earning
more money. “The integratively motivated student,” wrote
Masgoret and Gardner [3] “is one who is motivated to
learn the second language, has openness to identification
with the other language community and has favorable
attitude toward the language situation.”
Teaching of English has long been a difficult task for
both EFL students and teachers in Iran due to reasons
such as lack of resources and little contact with the target
language [4]. The present study intends to highlight the
extent of Iranian undergraduate students’ motivation in
learning English as a foreign language and the differences
in instrumental and integrative motivation.
In Iran, a few similar studies have been conducted
with different groups of students that most of them were
college students. [5-7] have done some researches among
Iranian students to investigate their motivation. Sadighi
& Maghsudi in [8] investigated the effect of the two types
of motivation (integrative and instrumental) on the
English proficiency of the EFL senior students and the
results of their study showed a significant difference
between the means of the English proficiency scores
of the integratively motivated students and the
instrumentally motivated ones.
Integrative Versus Instrumental Motivation: Despite the
fact that both kinds of motivation are essential elements
of success in learning L2, much debate and controversy
among researchers and educators have been taking place
about which, kind of motivation is more important L2
learners. For a long time, integrative motivation was
regarded as superior to instrumental motivation for
predicting the success of second language learning [9].
Because if students respecte the target culture, they may
read literature or practice the language and thereby be
able to improve their language skills [10]. From another
perspective, instrumental motivation is meaningful for the

Corresponding Author: Zahra Vaezi, Department of Foreign Languages and Linguistics, Southwest Jiaotong University,
Chengdu, 610031, China
54
 World Appl. Sci. J., 5 (1): 54-61, 2008
learner who has had limited access to the L2 culture, or
foreign language settings [11]. For example, Dornyei’s
study [12] of the Canadian bilingual situation revealed
that students tried to develop their language ability for
the sake of their future careers. In some of the early
research conducted by Gardner and Lambert [13],
integrative motivation was viewed more importance in
a formal learning environment than instrumental
motivation. Dornyei in [14] opposed Gardner by claiming
that instrumental motivation and the learner's need for
achievement are more important than the integrative
motivation.
English Language Teaching (ELT) in Iran: Considering
the growth of international relations of Iran with other
nations and the extended interest towards today’s
growing technology and science throughout the world,
learning English language as an international language
has found a greater importance compared to previous
years. Increase in the numbers of language institutes and
their students, also increasing interest of parents for their
children to learn English can be a good evidence for the
recent value of English language in Iran. In this country
English is taught at guidance schools, high schools and
universities. Due to limitations in state schools, private
language institutes have simply attracted an increasing
number of interested learners including young children
and adults. Many parents send their children from the
age of six to learn English in these teaching centers. In
universities Non-English Majors study English in a
maximum of 6 credits: 3 credits of general English
instruction and 3 credits of ESP in which they focus on
their field related English texts and learn the related
terminology. In Iran English is the dominant language of
the foreign trade, international conferences, air traffic in
international airports and sea navigation. International
book fairs and the trade exhibitions held annually in the
country demonstrate the country’s readiness and its
dependable capacity to maintain its world relationship
in English. Iran’s cooperation with the UN, Islamic
Conference Organization, OPEC and other regional and
world organizations makes English quite practical for the
involved nationals. According to [15] and [4] one of the
most serious problems that Iranian EFL students face in
their field of study is their inability to communicate and
handle English after graduating from university. This is
due to their weaknesses in general English, which
influence their academic success. Having passed some
courses and having graduated, Iranian EFL students in
general seem not to be as proficient and qualified in
language use and components as might be expected [16].
55
Research Questions: The aims of this study will be
investigated through the following research questions:
1. To what extent the university students of Iran are
instrumentally or integratively oriented towards
English language learning?
2. Have students’ motivation for learning English
changed after entering university or not?
Participants: In this study 79 first and second year non-
English majors (41 females & 38 males) were selected from
the total populations of one university located in the east
of Iran. 68.4% were from the Department of Electrical and
Computer Engineering and 31.6% were the Humanities
and Social Sciences majors. The fact that all subjects
pursue knowledge in different departments at university
provided a variety of opinions about their L2 learning.
All of the participants with the mean age of 19 had been
learning English for approximately 7-8 years before
starting their university education.
Data Collection Procedures: The Integrative and
Instrumental motivation scale of the original 7-point
Likert Scale format of Gardner's Attitude/Motivation
Test Battery (AMTB) [2] and Clement et al.’s [17] were
adapted to a 5-point scale, ranging from ‘Strongly
Disagree’ to ‘Strongly Agree’ and they were coded as
(Strongly Disagree=1, Disagree=2, Neutral=3, Agree=4,
Strongly Agree=5). The reliability and validity of
Gardner’s questionnaire have been supported [18].
The purpose and different terms of the questionnaire were
explained before the distribution by their teachers. During
the completion process of the questionnaire, the teachers
helped the respondents to understand all parts. Students
were informed that the information they gave would be
kept confidential and be used for research purposes only.
Followings are the variables that were investigated:
Integrativeness (INT): On this scale, there are
12 items (items 1-12, see Appendix) that would show their
Integrativeness towards the target language.
Instrumentality (INS): This scale includes 13 items
(items 13-25, Appendix) and the respondents are asked to
measure their utilitarian reason for learning English.
An Open-Ended Question: As a measure to language
self efficacy or students' perception of themselves as
learners, an item for respondents to rate their own English
proficiency level was also included in the survey
questionnaire on a scale rating from very bad to very
 World Appl. Sci. J., 5 (1): 54-61, 2008

good to indicate how proficient they are at English.
Also an open-ended question was constructed to elicit
qualitative information to check whether there is any
change in their motivation after entering the university
and why?
Data Analysis Procedures: The data was fed into the
computer and then was analyzed by using SPSS.
Descriptive statistics (mean, frequency & standard
deviation) were carried out for all items involved in
this study. The paired samples T-test was used to find out
the difference between integrative and instrumental
motivation of students.
RESULTS
Integrativeness: Comparison between the mean scores of
the questions in integrative part illustrated that students
were strongly motivated in questions 1, 2 and 5. The other
questions (3, 4, 6, 8, 9 and 10) showed the students’
moderate motivation among these 12 questions (Table1).
In comparison to other questions, Q7 (the more I get
to know native English speakers, the more I like them)
and Q11 (the British are kind and friendly) with
mean score of above 2.5 showed low level of
motivation and Q12 (the Americans are kind and
cheerful, M= 2.67) had the lowest mean in integrative
part. With an overall mean score of 3.47, respondents
have quite high integrative motivation and in general
agree that studying English can allow them to interact
with other English speakers and to meet various
cultures and people. However, they are neutral in
viewing British and Americans as kind and friendly
people. It might due to their lack of contact with native
speakers and political issues happening in the world, as
well. Many of them never had a chance to know the native
English speaker or even to have a clear idea about their
culture. Their knowledge about the target language
community is very much limited to books, novels or
English movies. Therefore, an integrative orientation may
be harder to foster as an important driving force for
learning English.

Table 1: Descriptive Statistics of Integrative Motivation (n=79)

Items: I study English …. 1 2 3 4 5 M SD
Q1: to be more at ease with other people who speak English 1 0 2 37 39 4.43 0.673
Q2: to meet and converse with more and varied people 0 3 21 30 25 3.97 0.862
Q3: to better understand and appreciate English art and literature 5 8 26 29 11 3.42 1.057
Q4: to participate more freely in the activities of other cultural groups 3 4 33 23 16 3.57 0.996
Q5: to know the life of the English-speaking nations 1 4 17 34 23 3.94 0.911
Q6: to understand English pop music 10 11 22 20 16 3.27 1.288
Q7: The more I get to know native English speakers, the more I like them 8 20 32 10 9 2.90 1.116
Q8: to know various cultures and peoples 5 4 14 38 18 3.76 1.065
Q9: to keep in touch with foreign friends and acquaintances. 6 5 21 31 16 3.58 1.116
Q10: to know more about native English speakers 5 6 26 28 14 3.51 1.073
Q11: The British are kind and friendly 12 17 40 4 6 2.68 1.044
Q12: The Americans are kind and cheerful 9 22 40 2 6 2.67 0.983
Overall mean score 3.47

Table 2: Descriptive Statistics of Instrumental Motivation (n=79)

I study English because…. 1 2 3 4 5 M SD
Q13: I'll need it for my future career. 1 3 4 14 57 4.56 0.859
Q14: it will make me a more knowledgeable person. 2 3 13 23 38 4.16 1.006
Q15: it will someday be useful in getting a good job. 0 2 13 23 41 4.30 0.837
Q16: other people will respect me more if I know English. 11 17 20 17 14 3.08 1.308
Q17: I will be able to search for information and materials in English on the Internet. 1 2 3 25 48 4.48 0.798
Q18: I will learn more about what’s happening in the world. 3 1 8 35 32 4.16 0.940
Q19: language learning often gives me a feeling of success. 3 3 21 32 20 3.80 0.992
Q20: language learning often makes me happy. 6 8 23 26 16 3.48 1.153
Q21: an educated person is supposed to be able to speak English. 0 5 9 41 24 4.06 0.822
Q22: I can understand English-speaking films, videos, TV or radio. 1 0 15 33 30 4.15 0.818
Q23: I can read English books. 0 0 6 26 47 4.52 0.638
Q24: to know new people from different parts of the world. 1 4 21 30 23 3.89 0.934
Q25: without it one cannot be successful in any field. 17 22 17 17 6 2.66 1.249
Overall mean score 3.94

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 World Appl. Sci. J., 5 (1): 54-61, 2008

4.00

3.94
3.00
3.47

Mean
2.00

1.00

0.00
Integrative Instrumental

Fig. 1: The overall means of Iranian students’ integrativeness & instrumentality

Table 3: Paired samples T-test for Iranian student

Integrative &
Instrumental Motivation Mean N Std. Deviation Std. Error Mean
Pair 1 INT 3.4747 79 0.60098 0.06762
INS 3.9464 79 0.55379 0.06231
Paired Differences
------------------------------------------------------------------------------------------------------------------------
Integrative & 95% Confidence Interval of the Difference
Instrumental -------------------------------------------------------
Motivation Mean Std. Deviation Std. Error Mean Lower Upper t df Sig. (2-tailed)
Pair 1 INT
INS -0.4717 0.4520 0.05085 -0.5730 -0.3705 -9.277 78 0.000

Instrumentality: A close examination of the frequency
distribution and mean scores of the instrumental items,
indicates that questions 13, 14, 15, 17, 18, 21, 22, 23 with
the mean scores above 4 and questions number 19 & 24
with the mean scores approximately 4 show the students
very high motivation (Table 2). With the overall mean
score of 3.94 we can conclude that most of the university
students have high instrumental motivation toward
learning English.But questions number 16 (Studying
English can be important for me because other people
will respect me more if I know English, M =3.08) and 25
(Studying English is important to me because without it
one cannot be successful in any field), have the lowest
mean (M =2.66) in this category. Only 30% of the students
agreed with it. The question which has the highest mean
score (Q13) concerns future career. And Q17 with the
mean score of 4.48 shows the students’ need for
searching the information and materials in English on the
Internet.
Integrativeness Versus Instrumentality: Comparing the
overall mean scores of the items in instrumental
motivation (M=3.94) to the integrative one (M=3.47), it
can be concluded that the students are to a certain extent
instrumentally motivated but they still have a higher
degree of integrative motivation toward foreign language
learning (Figure 1).
Results of Paired Samples T-Test: A paired samples
T- test was applied to indicate whether there is a
statistically significant difference between the total
scores of the integrative motivation items (M=3.47) and
the instrumental motivation items (M=3.94) or not
(Table 3). By applying the T- test it was found that there
is a significant difference between the two scores.
T-observed = -9.277 and T-critical 1.6… (T-value table)
T-observed is larger than T-critical.
Conclusion: The difference is meaningful.
Or: P = 0.000 and "= 0.05 P is smaller than ".
Conclusion: The difference is meaningful.
Results of Perceived English Proficiency (Q26):
Question number 26 asked students to rate their English
proficiency on a scale from very bad to very good

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 World Appl. Sci. J., 5 (1): 54-61, 2008
Table 4: Respondents’ perceived levels of English proficiency (n=79)
Rating Frequency Percent
Very Bad 7 8.9
Bad 16 20.3
Average 45 57.0
Good 9 11.4
Very Good 2 2.5
Table 5: Frequency distribution of (Q 27)
Rating Frequency Percent
More 53 67.1
Less 15 19.0
The same 11 13.9
Total 79 100.0
(table 4). The data analysis shows that more than half of
the respondents perceived their English proficiency to be
average (57%) and only 11.4% rated themselves as good
in English language. Therefore, their high motivation
might be related to perceived linguistic proficiency.
Analysis of Open -Ended Question (Q27): With the high
motivation found in the present study, the majority of the
students (67.1%) reported that they had actually become
more motivated to learn English according to their
responses to the open-ended Q27 (Are you more or less
motivated to learn English than when you were a
secondary school student? Why). Most of them believe
that after entering university they have realized the
importance of English for becoming more successful in
their education, especially for using internet and finding
scientific sources concerning their majors and studying
reference books and journals. Especially those who were
Computer majors needed English for making use of up-to-
date computer and engineering technologies to be
prepared for their future job. Most of them mentioned the
importance of studying English as it is the most dominant
international language and enables them to use the
computer programs more effectively. One of them wrote,”
We should be good in English language, in order to work
with computer programs and use internet.”
Some believed that in secondary school, the contact
hours were only time they studied the English subject;
but in university, although the class met for two hours a
week, additional time and self-reading was needed when
preparing for an assignment, usually in the form of a
written report papers or sometimes an oral presentation,
all of which required research, reading, writing and
translating from English to Persian. A few of them have a
58
clear plan for going abroad for further education and their
career. Some of them need English for higher education in
Iran because the post graduate students have to pass the
English Proficiency Test of the Ministry of science
Research & Technology (MCHE) or the Test of English
as a Foreign Language (TOEFL).Therefore, success in
learning English will determine one’s future progress.
And the others like English because they can make more
friends and talk to net friends from different parts of the
world. Only 13.9% of the students’ attitudes and
motivation toward English didn’t change much before or
after they have entered the university. And the rest of
them (19%) reported that they had become less motivated
to learn English mainly because of the heavy burden of
their major study, time limitation (Table 5).
DISSCUSSION
The result of the study showed that Iranian students
participated in the study had very high motivation
towards learning English. And the students had a higher
degree of instrumental motivation than the integrative
one. Iranian L2 learners might preserve their identity by
unconsciously selecting to be motivated instrumentally.
Aspiration related to integrative motivation might affect
their identity and fear of identifying with English
(western) culture and values may be related to their socio-
cultural and religious affiliation. Also the latest American
colony and campaign against some countries in the area
might affect their motivation. On the other hand,
instrumental motivation was found more prominent in
some situations particularly where there appears to be
little desire to integrate.
Iran has visibly been opening up to the world.
Fortunately, many international conferences on different
cultural, social and economic issues are being held here
and moreover, Iran is the pioneer of the idea of dialogue
among civilizations. In spite of all these, the significant
role of the English language as the lingua franca of
today's world in establishing foreign relations is simply
neglected in Iran. As far as the author knows, a few native
English speakers permitted to teach within Iran, therefore,
Iranian students don’t have the opportunity to benefit
from native speakers’ teaching language. We can see only
a few English speaking foreigners in the country who are
tourists or belong to business sector. Moreover, the
places you may find the tourists are limited to tourist
sites, hotels, or business companies. Therefore, students
have no contact with foreigners except for a few cases.
 World Appl. Sci. J., 5 (1): 54-61, 2008
According to responses collected in the
questionnaire, one of the demotivating factors of Iranian
students as they mentioned in their answers to question
27, was the fact that as the burden of their major study
became heavier, many of the students had fewer chances
to access English and made little effort to continue to
learn the language. As a result, their English motivation
would have probably decreased. To maintain the
students’ positive attitudes toward and motivation to
learn English and ultimately improve their English
proficiency, it might be beneficial for the Universities to
offer ESP courses throughout the university years so that
non-English majors could have constant contact with the
target language. In the subject of English for non-English
majors because in the limited hours of instruction they
normally could not have the chance of learning English
especially the most favored skills of listening and
speaking as the program is not designed to do so.
Another problem concerning these students is that,
while their secondary school teachers are not competent
at spoken language skills, the university instructors are,
but the problem is that students are not at the level of
proficiency to make the professors communicate with
them in English. The other pressing limitation the
students mentioned in open ended item is the short hours
which do not let university professors, work on four skills
adequately. Overcrowded classrooms in universities, is
another problem. The large number in the classroom
results in instructor's limitation in applying effective
communicative methods with almost no student talking
time in the class.
If we have a better realization of English language
as an international language and understand its
different variations and the effect of the native
languages on them then we can have a better plan for
future consideration of the language and setting the
standards for it. For this purpose, literary scholars must
join the language teachers in a common concern for
setting the goal. Recognizing learners’ instrumental
motives can be easily achieved by preparing learners
for examinations and focusing more on practical skills
such as how to communicate with other people when
traveling abroad. On the other hand, raising their interests
towards the culture of the target language (i.e., English)
can be done by activities such as giving information on
the lifestyle, geography, literature of the English-speaking
countries through visual, written and audio forms, or even
organizing group-sharing for learners who have been to
English speaking countries.
59
At university level this may include, any number of
foreign exchange programs with other universities,
overseas “home-stay” programs, or any other activities
which may help to motivate students to improve their
target language proficiency. Encouraging students to
become more active participants in a lesson can
sometimes assist them to see a purpose for improving
their communication skills in the target language.
From an integrative point of view, it is important for
the instructor to help students to realize that, even
though they may see no need to become proficient in
a second language, the study of another language
and culture can only enhance their perception and
understanding of other cultures.
CONCLUSION
The findings of the study present a picture which
establishes that Iranian students were instrumentally
motivated and their integrativeness was high, too. This
study also confirms the opinion of some researchers who
believe that in a foreign language situation students are
instrumentally oriented. Taken together, findings from
both qualitative and quantitative data of the present
study give a consistent picture, that instrumental and
integrative goals, especially future career development,
meeting more varied people and learning English in order
to use the internet properly are very important for Iranian
students.
It is clear that the teacher, the class atmosphere, the
course content, materials and facilities, as well as personal
characteristics of the student will have an influence on the
individual’s classroom learning motivation [19]. There is
much work to be done before researchers, teachers and
language learners will fully understand motivation and all
its aspects.
REFERENCES
1. MacIntyre, P.D., K. MacMaster and S.C. Baker,
2001. The convergence of multiple models of
motivation for second language learning: Gardner,
Pintrich, Kuhl and McCroskey. In Z. Dornyei and
R. Schmidt (Eds.), Motivation and second language
acquisition (pp.461-492). Honolulu, HI: University of
Hawaii Press.
2. Gardner, R.C., 1985. Social Psychology and Second
Language Learning: The role of attitudes and
motivation. London: Edward Arnold.
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3. Masgoret, A.M. and R.C. Gardner, 2003.
Attitudes, Motivation and Second Language
Learning: A Meta-Analysis of Studies Conducted
by Gardner and Associates. Language Learning,
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4. Sadeghi, A.R., 2005. ESP in Iran: A transition from
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5. Shaikholeslami, R. and M. Khayyer, 2006. Intrinsic
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6. Rastegar, M., 2003. Affective, Cognitive and
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7. Tohidi, N., 1984. Sex Differences in Achievement/
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8. Sadighi, F. and N. Maghsudi, 2000. The Relationship
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Linguistics, 26: 39-52.
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EUROSLA Yearbook, 6: 237-260.

APPENDIX

Survey Questionnaire (English-learning Motivation Scale)

Below are a number of statements with which some people agree and others disagree. We would like you to indicate
your opinion about each statement by ticking the boxes below which best indicates the extent to which you disagree
or agree with that statement.

Gender --------------- Age ------------ Department -------------------

Strongly
Statements Disagree Disagree Neutral Agree Strongly Agree
1 Studying English can be important to me because
it will allow me to be more at ease with other people
who speak English.
2 Studying English can be important for me because
it will allow me to meet and converse with more
and varied people.
3 Studying English can be important for me because
it will enable me to better understand and appreciate
English art and literature.

60
 World Appl. Sci. J., 5 (1): 54-61, 2008

APPENDIX: Continued
Strongly
Statements Disagree Disagree Neutral Agree Strongly Agree
4 Studying English can be important for me because
I will be able to participate more freely in the activities
of other cultural groups.
5 It is important for me to know English in order to know
the life of the English-speaking nations.
6 Studying English is important to me so
that I can understand English pop music.
7 The more I get to know native English speakers,
the more I like them.
8 Studying English is important to me
9 Studying English is important to me so that
I can keep in touch with foreign friends
and acquaintances.
10 I would like to know more about native English speakers.
11 The British are kind and friendly.
12 The Americans are kind and cheerful.
13 Studying English can be important for me because
I'll need it for my future career.
14 Studying English can be important for me because
it will make me a more knowledgeable person.
15 Studying English can be important for me because
it will someday be useful in getting a good job.
16 Studying English can be important for me because
other people will respect me more if I know English.
17 Studying English can be important for me because
I will be able to search for information and materials
in English on the Internet.
18 Studying English can be important for me because
I will learn more about what’s happening in the world.
19 Studying English can be important for me because
language learning often gives me a feeling of success.
20 Studying English can be important for me because
language learning often makes me happy.
21 Studying English is important to me because an
educated person is supposed to be able to speak English.
22 Studying English is important to me so that
I can understand English-speaking films,
videos, TV or radio.
23 Studying English is important to me so that I can read English books.
24 Studying English is important to me because it will enable
me to get to know new people from different parts of the world.
25 Studying English is important to me because without it
one cannot be successful in any field.
26. How do you rate your English proficiency? 1) Very Bad 2) Bad 3) Average 4) Good 5) Very Good

Open-ended question:
27. Are you more or less motivated to learn English than when you were a secondary school student? Why? ----------------
-----------------------------------------------------------------------------------------------------------------------------------------------------------------

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